CONFIGURAL ASSOCIATION THEORY AND MEMORY DEVELOPMENT

构形联想理论与记忆发展

• 批准号: 3388768
• 负责人: JERRY Weeks RUDY
• 金额: $ 7.37万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-06-01 至 1995-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3388768
• 关键词: aging; animal developmental psychology; association learning; developmental neurobiology; discrimination learning; hippocampus; laboratory rat; memory; stimulus /response; visual stimulus

The aim of this research is to provide information about how the ability to learn and remember changes during development. It is guided by a recent theory of how the hippocampal formation contributes to learning and memory. This theory, termed configural association theory, distinguishes between an elemental associative system and a configural associative system. The configural system is assumed to enable the organism to construct a representation of stimulus conjunctions that can control learned behaviors and to depend on the hippocampal formation. Without a functioning configural system there are many ways in which an organism would be at a disadvantage. Based on (a) the generally accepted idea that, at least in the rat, the hippocampus is late to mature, and (b) existing behavioral data, it is proposed that the configural system develops late in comparison to the elemental association system. This developmental hypothesis has important and testable implications for the adaptive strategies that are available to different-aged animals. The proposed research will test the hypothesis with rats. Implications of the hypothesis will be evaluated in relation to several general issues: (a) Can different-aged rats solve nonlinear discrimination problems, such as the transverse patterning problem? (b) How do different-aged subjects (17 to 35 days old) resolve conflicting memories? (c) How do different-aged rats neutralize irrelevant environmental stimuli? (d) How do different-aged rats solve problems (e.g., the feature positive problem) when one of the stimulus elements is ambiguous but the problem permits both elemental and configural solutions. The developmental hypothesis predicts that young animals will not be able to (a) solve the transverse patterning problem, (b) resolve conflicting memory problems, or (c) to neutralize irrelevant cues that can interfere with discrimination learning. On the other hand, it allow that animals will be ale to solve relatively complex problems that have elemental association solutions.

这项研究的目的是提供信息， 学习并记住发展过程中的变化。 它是由最近的一个指导 海马结构如何有助于学习和记忆的理论。 这一理论，被称为结构关联理论，区分了 元素联想系统和几何联想系统。 的 假设骨骼系统使生物体能够构建一个 可以控制习得行为的刺激连接的表征 并依赖于海马结构。 没有一个正常运作 生物系统有许多方式可以使生物体处于 劣势 （1）普遍认为，至少在 大鼠，海马晚于成熟，和（B）存在行为 数据，提出了比较晚发展的田园系统 元素组合系统。 这种发展假说 对适应性策略的重要且可测试的影响 适用于不同年龄的动物。 拟议的研究将测试 老鼠的假设 假设的影响将在 关于几个一般性问题：（a）不同年龄的大鼠能否解决 非线性鉴别问题，如横向图案 有什么问题吗 (b)不同年龄的受试者（17至35天）如何解决 矛盾的记忆？ (c)不同年龄的大鼠如何中和无关的 环境刺激？ (d)不同年龄的老鼠如何解决问题 (e.g.,特征正问题）时， 模糊的，但该问题允许基本的和抽象的解决方案。 发育假说预测年轻的动物将无法 为了（a）解决横向图案化问题，（B）解决冲突 记忆问题，或（c）中和可能干扰的不相关线索 区别学习。 另一方面，它允许动物 将是ale解决相对复杂的问题，有基本的 协会解决方案。